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Friday, May 16, 2008
Champagne Terrace/Bordeaux (Novotel London West)
11:30 AM
Background: A growing number of children diagnosed with high functioning ASD are attending the regular education system, and facing difficulties to take part in school activities. This study is looking at the executive functions of elementary school aged children with high functioning ASD related to participation in the school setting.
Objectives: 1) to describe the components of executive functions in children with ASD, as measured by the Behavior Rating Inventory of Executive Function (BRIEF) and the Wisconsin Card Sorting Test (WCST). 2) to examine the relationship between executive functions, sensory processing as measured by the Sensory Profile, and participation in school activities of children with high functioning ASD, as measured by the School Function Assessment (SFA), and 3) to determine the relative contribution of executive functions to participation in school activities of children with ASD controlling for sensory processing issues.
Methods: Twenty-four children, ages 73-112 months (SD=11.4), diagnosed with high functioning ASD were assessed with the Wisconsin Card Sorting Test. Their teachers completed the Behavior Rating Inventory of Executive Function, and the School Function Assessment questionnaire. Parents completed the Sensory Profile and a demographic questionnaire.
Results: We found that executive functions contribute to participation in school activities over and above the contribution of sensory processing. In particular, the abilities to resist impulsive responses, to stop a behavior at the appropriate time, and to regulate emotional responses contributed to participation.
Conclusions: The findings of this study indicate that executive functions are fundamental for successful participation in school activities of children with high functioning ASD, in addition to sensory processing abilities. School-based therapists need to address executive functions, along with the traditional emphasis on sensory processing. In addition, this study indicates that sensory processing issues, specifically auditory processing, contribute to participation of children diagnosed with high functioning ASD.
Objectives: 1) to describe the components of executive functions in children with ASD, as measured by the Behavior Rating Inventory of Executive Function (BRIEF) and the Wisconsin Card Sorting Test (WCST). 2) to examine the relationship between executive functions, sensory processing as measured by the Sensory Profile, and participation in school activities of children with high functioning ASD, as measured by the School Function Assessment (SFA), and 3) to determine the relative contribution of executive functions to participation in school activities of children with ASD controlling for sensory processing issues.
Methods: Twenty-four children, ages 73-112 months (SD=11.4), diagnosed with high functioning ASD were assessed with the Wisconsin Card Sorting Test. Their teachers completed the Behavior Rating Inventory of Executive Function, and the School Function Assessment questionnaire. Parents completed the Sensory Profile and a demographic questionnaire.
Results: We found that executive functions contribute to participation in school activities over and above the contribution of sensory processing. In particular, the abilities to resist impulsive responses, to stop a behavior at the appropriate time, and to regulate emotional responses contributed to participation.
Conclusions: The findings of this study indicate that executive functions are fundamental for successful participation in school activities of children with high functioning ASD, in addition to sensory processing abilities. School-based therapists need to address executive functions, along with the traditional emphasis on sensory processing. In addition, this study indicates that sensory processing issues, specifically auditory processing, contribute to participation of children diagnosed with high functioning ASD.